- Home
- Summer Event 2023
- About Us
- Inquiry Resources
- Current Year 23 - 24 School Year
-
New Groups Start Here (Series 3)
- September: How can we identify and challenge white supremacy culture in ourselves and our institutions?
- October: How can we as white educators center Black joy in our classrooms and schools?
- November: How can we more deeply reflect and/or apply what we learned about white supremacy culture and Black Joy?
- December: How can we identify and challenge white supremacy culture in our curriculum?
- January: How can we identify and challenge white supremacy culture in our curriculum?
- February: How can we create classroom culture that resists white supremacy and that nourishes Black joy?
- March: How can we identify and challenge white supremacy culture in our classroom culture? How can we co-create joy with students?
- April: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
- May: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
-
Previous Inquiry Series
-
Inquiry Series 1 (2018-19 SY)
>
- August 2018: Why do white teachers need to talk about race?
- September 2018: How can our curriculum challenge dominant and oppressive ideologies?
- October 2018: How can we identify and challenge implicit bias in our own practice?
- November 2018: How does whiteness affect our practices, relationships, and expectations in the classroom and the school community?
- December 2018: How do we disrupt the school-to-prison pipeline?
- January 2019: How can we ensure that our schools value Black lives?
- February 2019: Why are teachers of color so important for our schools and how can we increase their numbers?
- March 2019: How can we support colleagues of color and build anti-racist work environments?
- April 2019: How can we implement culturally relevant teaching to challenge the culture of power that exists in schools?
- May 2019: How do we push our schools, classrooms, and communities to incorporate more equitable disciplinary practices?
- June 2019: How do we move this conversation forward and include more educators?
-
Inquiry Series 2 (2019-20 SY)
>
- September: What does it mean to develop an anti-racist identity as a white educator?
- October: How do our implicit biases affect our students?
- November: How could incorporating ethnic studies in our classrooms and schools help make our curriculum more antiracist?
- December: How can we ensure that our school discipline policies are equitable and do not push girls of color out of school spaces?
- January: How can we ensure that our schools value Black lives?
- February: How can we recruit and retain more Black teachers in our schools?
- March: How can White educators be accountable to their colleagues of color?
- April: How can we interrupt anti-AAPI and xenophobic narratives in our classrooms and school communities?
- May: How do we support our students during this crisis and connect to the larger fight to dismantle race and class oppression in our communities?
-
Inquiry Series 4 (2021-22 SY)
>
- September: How do we prepare ourselves for a year of striving towards being antiracist educators?
- October: How can we take action when doing anti-racist work in spite of real or perceived risks?
- November: How can we build lasting partnerships with co-conspirators?
- December: What is a risky topic in my curriculum and how do I lean into that topic instead of shying away?
- February: What barriers exist to forming partnerships with our students?
- March: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
- April: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
- May: How do we develop a better understanding of Black educators’ realities in order to better support them?
- June: How do we reflect on our year of BARWE work and move our antiracism work forward?
-
Inquiry Series 5 (2022-23 SY)
>
- September: How do we (re)connect and (re)commit to a/nother year of striving towards being antiracist educators?
- October: How does a practice of accountability connect to our anti-racist work?
- November: Where has accountability shown up for us in the past and where can we grow?
- December: How can we be in accountable and transformative relationships with our students in order to create spaces for Black, Brown, and Indigenous students and all students of color to thrive?
- January: How can we be accountable to our Black students in our planning and teaching practice?
- February: What does accountability look like in your school or organization?
- March: How can we give a genuine apology when we commit racist harm?
- April: How can we foster accountable communities to prevent harm and address conflict in healthy ways?
- May: What actions can we take to make our communities more accountable?
- June: End of Year Reflection
-
Inquiry Series 1 (2018-19 SY)
>
-
Summer Events
- Open Letter to Museum of American Revolution Leadership
- Home
- Summer Event 2023
- About Us
- Inquiry Resources
- Current Year 23 - 24 School Year
-
New Groups Start Here (Series 3)
- September: How can we identify and challenge white supremacy culture in ourselves and our institutions?
- October: How can we as white educators center Black joy in our classrooms and schools?
- November: How can we more deeply reflect and/or apply what we learned about white supremacy culture and Black Joy?
- December: How can we identify and challenge white supremacy culture in our curriculum?
- January: How can we identify and challenge white supremacy culture in our curriculum?
- February: How can we create classroom culture that resists white supremacy and that nourishes Black joy?
- March: How can we identify and challenge white supremacy culture in our classroom culture? How can we co-create joy with students?
- April: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
- May: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
-
Previous Inquiry Series
-
Inquiry Series 1 (2018-19 SY)
>
- August 2018: Why do white teachers need to talk about race?
- September 2018: How can our curriculum challenge dominant and oppressive ideologies?
- October 2018: How can we identify and challenge implicit bias in our own practice?
- November 2018: How does whiteness affect our practices, relationships, and expectations in the classroom and the school community?
- December 2018: How do we disrupt the school-to-prison pipeline?
- January 2019: How can we ensure that our schools value Black lives?
- February 2019: Why are teachers of color so important for our schools and how can we increase their numbers?
- March 2019: How can we support colleagues of color and build anti-racist work environments?
- April 2019: How can we implement culturally relevant teaching to challenge the culture of power that exists in schools?
- May 2019: How do we push our schools, classrooms, and communities to incorporate more equitable disciplinary practices?
- June 2019: How do we move this conversation forward and include more educators?
-
Inquiry Series 2 (2019-20 SY)
>
- September: What does it mean to develop an anti-racist identity as a white educator?
- October: How do our implicit biases affect our students?
- November: How could incorporating ethnic studies in our classrooms and schools help make our curriculum more antiracist?
- December: How can we ensure that our school discipline policies are equitable and do not push girls of color out of school spaces?
- January: How can we ensure that our schools value Black lives?
- February: How can we recruit and retain more Black teachers in our schools?
- March: How can White educators be accountable to their colleagues of color?
- April: How can we interrupt anti-AAPI and xenophobic narratives in our classrooms and school communities?
- May: How do we support our students during this crisis and connect to the larger fight to dismantle race and class oppression in our communities?
-
Inquiry Series 4 (2021-22 SY)
>
- September: How do we prepare ourselves for a year of striving towards being antiracist educators?
- October: How can we take action when doing anti-racist work in spite of real or perceived risks?
- November: How can we build lasting partnerships with co-conspirators?
- December: What is a risky topic in my curriculum and how do I lean into that topic instead of shying away?
- February: What barriers exist to forming partnerships with our students?
- March: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
- April: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
- May: How do we develop a better understanding of Black educators’ realities in order to better support them?
- June: How do we reflect on our year of BARWE work and move our antiracism work forward?
-
Inquiry Series 5 (2022-23 SY)
>
- September: How do we (re)connect and (re)commit to a/nother year of striving towards being antiracist educators?
- October: How does a practice of accountability connect to our anti-racist work?
- November: Where has accountability shown up for us in the past and where can we grow?
- December: How can we be in accountable and transformative relationships with our students in order to create spaces for Black, Brown, and Indigenous students and all students of color to thrive?
- January: How can we be accountable to our Black students in our planning and teaching practice?
- February: What does accountability look like in your school or organization?
- March: How can we give a genuine apology when we commit racist harm?
- April: How can we foster accountable communities to prevent harm and address conflict in healthy ways?
- May: What actions can we take to make our communities more accountable?
- June: End of Year Reflection
-
Inquiry Series 1 (2018-19 SY)
>
-
Summer Events
- Open Letter to Museum of American Revolution Leadership